Hershey Fractions Unit designed by Susan Murray, Columbia County School System, 2006 GPS Standards to be Addressed: M2N4 – Students will understand and compare common fractions with small denominators. M3N5 – Students will understand the meaning of decimals and common fractions in simple cases and apply them in problem-solving situations. M4N6 – Students will further develop their understanding of the meaning of common fractions and use them in computations. M5N4 – Students will continue to develop their understanding of the meaning of common fractions and will compute with them. M4P5 – Students will create and use pictures, manipulatives, models, and symbols to organize, record, and communicate mathematical ideas. GPS Standards to be Addressed: M2N4 – Students will understand and compare common fractions with small denominators. M3N5 – Students will understand the meaning of decimals and common fractions in simple cases and apply them in problem-solving situations. M4N6 – Students will further develop their understanding of the meaning of common fractions and use them in computations. M5N4 – Students will continue to develop their understanding of the meaning of common fractions and will compute with them. M4P5 – Students will create and use pictures, manipulatives, models, and symbols to organize, record, and communicate mathematical ideas.

Stepwise Instructional Task Worksheet Upper Elementary Mathematics Numbers and Operations: Hershey Fractions

Fractions are fun!! And yummy, too!! Created by: Susan Murray Columbia County School System Susan inserted photos of her students throughout the PowerPoint to make it interesting and motivating to her students. You can do the same by saving this PowerPoint to your desktop then going to Insert:Picture:from File on the toolbar and adding pictures of your students from your own saved computer files.

Amber has a candy bar.

Amber said, “Arianna, let’s share.”

Arianna said, “I want that piece.”

“That’s the piece I want,” said Amber.

Oh, no. What can we do?

“I know. Let’s start again.”

“Two girls, two halves of candy.” l 2 “One half for you and one half for me.” l/2

Can we share it another way?

Three children, three pieces of candy. l 2 3

One third for Joey, l/3

one third for CJ, l/3

and one third for Les. l/3

Can we share it another way?

Four children, four pieces of candy. l 2 3 4

One fourth for Matthew, l/4

one fourth for Malik, l/4

one fourth for Luke, l/4

and one fourth for Hunter. l/4

Uh, oh!! We have two children left.

We can break it in half. l2

l/2 One half for Paul

and one half for Lindsey.

Now we all have candy.

Thank you, Amber. You‘re the best.

Let’s play “Name that Fraction ’

l/3

l/2

l/4

l/2

l/3

l/4

l/2

l/3

l/2